The Progression of Learning for Elementary ESL Programs reaffirms the crucial role that knowledge plays in the develop of the ESL competencies. This Google Slide presents the contextual language and functional language you must include when planning the development of the ESL competencies.

It is important to remember:

• The Cycle One program reflects research that shows that young learners benefit more from living the language than from learning about it. Cycle One students are drawn to the rhythmicality (i.e. sounds and stress patterns, intonation, rhythm and pace) of spoken language, their primary source of input, and try to make sense of what they hear in order to participate actively in classroom life.
• In Cycles Two and Three, students continue to build their knowledge of English in order to become better communicators. The Elementary Cycles Two and Three program is based on the communicative approach. Research shows that learners need to be given numerous opportunities to practise and use language in meaningful contexts. Furthermore, learners benefit from explicit focus on form linked to these contexts.

Pay attention to the symbol(s) at the top left corner of each slide.

• The arrow: Student constructs knowledge with teacher guidance.
  • The arrow used in the Progression of Learning chart for Cycle One has a different connotation from the same symbol used in the general legend. It signifies that students are becoming aware of new knowledge while developing the competencies to act on understanding of texts and to communicate orally in English.
• The star: Student applies knowledge by the end of the school year.
• The blue square: Student reinvests knowledge.